The Effects of JASPER Intervention for Children With Autism Spectrum Disorder: A Systematic Review

Autism

Waddington, H., Reynolds, J. E., et al. (2021).

Autism, 25(8), 2370-2385.

This systematic review investigates the effects of the joint attention, symbolic play, engagement and regulation (JASPER) intervention on behavioral and developmental outcomes of children on or suspected of being on the autism spectrum.

Not stated

2005 to April 6, 2020

Group or single-case design. Single-case design studies needed to include at least three replications of the independent variable.

19

For children on or suspected of being on the autism spectrum, nineteen articles investigating the joint attention, symbolic play, engagement and regulation (JASPER) intervention reported positive effects for at least one outcome. While all 13 studies investigating joint attention (JA) outcomes (e.g., child-initiated JA, adult-initiated joint engagement, child responses to JA) reported at least one positive effect, the effects varied across studies. Eight out of nine studies investigating play skills reported at least one positive outcome, though the reported outcomes (e.g., functional play, symbolic play) varied across studies. Five out of seven studies investigating communication skills reported at least one positive outcome; however, the reported outcomes (e.g., overall expressive language, commenting, requesting, receptive language) varied across studies. The review found no significant effects of JASPER on restricted and repetitive behaviors across studies. One study reporting other outcomes found improved cognition, visual reception, and fine motor skills. Another study found a greater reduction in social communication and play challenges after JASPER intervention. Over time, approximately half of the positive effects reported across studies were maintained. The authors conclude that JASPER is a promising intervention that requires further investigation.

Twelve studies investigated the effects of the provider on the joint attention, symbolic play, engagement and regulation (JASPER) intervention outcomes. Studies investigating intervention fidelity found teacher fidelity ranging from 56% to 70%. Parent quality of involvement varied from no difference to high quality of involvement across studies. Parents reported a range of low to high treatment adherence and competence across studies. No significant difference in parental stress was found at different time points (e.g., during treatment, post-treatment).